Education

[1] Courses in Education (EDUC)

1100 STEP 1: INQUIRY APPROACHES TO TEACHING This course allows students to explore teaching as a career at no cost. The course instructor introduces students to the theory and practice behind exemplary inquiry-based science and mathematics instruction, guides them through the process of designing and preparing to teach lessons in local, high-need third-grade through sixth-grade classrooms to obtain firsthand experience in planning and implementation, and assesses their progress toward course objectives. Fall, spring.

1101 STEP 2: INQUIRY-BASED LESSON DESIGN This course allows students to continue to develop the lesson planning skills learned in Step 1 as they become familiar with exemplary middle school (grades 6 – 8) mathematics and science curricula. After observing a lesson being taught in a local school district classroom, students work alone, or in pairs, and teach three inquiry-based lessons to middle school students in grades six through eighth. Prerequisite: EDUC 1100. Fall, spring.

1240 BASIC EDUCATIONAL TECHNOLOGY SKILLS A required course for teacher candidates who need an introduction to computer and information literacy. Candidates develop competency in word processing, spreadsheets, desktop publishing, presentation software, and Internet utilization through laboratory activities. Candidates must take a basic computer literacy skills competency exam for admission to teacher education. Candidates who do not receive a passing score on the competency exam must enroll in this course. Fall, spring and summer.

1300 EDUCATION AS A PROFESSION A required course for education candidates for admission into the teacher education program. The course is designed to help students explore their motivation for teaching; overview the structure of the American public school, both as an institution within itself and as an agency of society; gain a sense of the changing nature of schooling; and understand the UCA teaching program. A field experience is required. Fall, spring, summer.

1301 KNOWING AND LEARNING IN MATHEMATICS AND SCIENCE This course seeks to develop a tool kit of powerful approaches to knowing and learning in mathematics and science. This course focuses on issues of what it means to learn and know science and mathematics.

2301 CLASSROOM INTERACTIONS This course continues the process of preparing candidates to teach mathematics and science in a secondary setting by providing opportunities to see how theories explored in Knowing and Learning translate into classroom interactions in an instructional setting. Candidates design and implement instructional activities informed by their own understandings of what it means to know and to learn mathematics and science, and then evaluate the outcomes of those activities on the basis of student artifacts (i.e. what students say, do, or create). Prerequisite: Successful completion of EDUC 1301 or permission of the instructor. Fall, spring.

3300 PROJECT-BASED INSTRUCTION Project-Based Instruction (PBI) is the capstone course in the sequence of professional development courses (Knowing and Learning, Classroom Interactions, and PBI) in the STEMteach program. This course is based on the premise that project-based instruction engages learners in exploring authentic, important, and meaningful questions of real concern to high school students. Project-based instruction equips candidates to promote equitable and diverse participation and to engage high school students in their learning as they learn fundamental science and mathematical concepts and principles that they can apply to their daily lives. Prerequisites: Permission of the instructor and admission to teacher education program. Fall, spring.

3309 CULTURAL PERSPECTIVES: FAMILY, SCHOOL, AND COMMUNITY PARTNERSHIPSThis course examines the theory, research, and practice of school, family, and community partnerships. It is designed to equip future educators with the knowledge and skills needed to form meaningful relationships with students’ families, schools, and community members. Course goals will be accomplished through the use of lecture, discussion, and field experiences. This course is part of the ESL endorsement. Fall, spring, summer.

3320 INTRODUCTORY STRATEGIES FOR STUDENTS WITH DIVERSE LEARNING NEEDS: P-4 Introduces diverse populations through the study of the learning and emotional development of students with exceptionalities (i.e., disabilities and gifted/talented). Characteristics of exceptionalities, instructional strategies, modifications and accommodations, and current educational trends are addressed. Although a lecture format will primarily be used, candidates are expected to participate in small and large group discussions. This course is the first part of a two-semester sequence that prepares teacher education candidates to teach students with diverse learning needs. Prerequisites: Admission into the teacher education program. Fall, spring. Course restricted to P-4 majors only.

3322 DIVERSE LEARNERS IN INCLUSIVE SETTINGS This course examines the theory, research, and practice of working with diverse populations in an educational setting. Course content will focus on knowledge and strategies affecting instructional effectiveness with diverse learners such as exploring learner make-up, culturally responsive teaching, legal aspects of civil rights and special education, and addressing the needs of students with disabilities in the classroom setting. Characteristics of exceptionalities and current educational trends will also be addressed. Candidates will have the opportunity to learn how to employ effective practices including Universal Design for Learning, Response to Intervention, and differentiated instruction. Although a lecture format will primarily be used, candidates are expected to participate in small and large group discussions. Some instruction may be facilitated through web-based online sessions. Admission to Teacher Education required.

4210 INTEGRATION OF TECHNOLOGY INTO TEACHING & LEARNING This course is designed to integrate technology into classrooms specifically to enhance the instruction and learning for all grade levels (P-12) and academic disciplines. Teacher candidates will demonstrate the use of technology to plan, assess, and conduct classroom activities, and to make connections between technology and specific grade levels and disciplines. This course is to be taken in conjunction with Internship I and/or the content methods course. Students must be advised of the appropriate semester to take the course according to program requirements. Prerequisite: Admission to Teacher Education. Fall, spring.